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Summer ChAMP

Summer ChAMP. Carroll County Schools. Study links a lack of academic a chievement , high drop out rates , to… …summertime loss . . Summer can set kids on the Right- or Wrong- Course. To prepare all KY students for next generation learning, work, and citizenship.

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Summer ChAMP

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  1. Summer ChAMP Carroll County Schools

  2. Study links a lack of academic achievement, high drop out rates, to… …summertime loss. Summer can set kids on the Right- or Wrong- Course

  3. To prepare all KY students for next generation learning, work, and citizenship. College, Career and Citizenship ready Why?

  4. National Summer Learning Association; www.summerlearning.org

  5. The loss of knowledge and educational skills during summer is cumulative over the course of a student’s career and further widens the achievement gap. • Study confirms attending summer programs can disrupt the educational loss. RAND Corporation study Investment in summer learning programs can help! RAND Corporation; Investment in Summer Learning Programs Can Help Stop the ‘Summer Slide’; 2011; www.rand.org

  6. Several summers of backslide can result in students dropping out and sliding down the ladder of life’s chances! The clock of learning is ticking…

  7. Graves (2007) says it is the everyday teaching that matters: the daily systems, structures, routines, and rituals that help children become better readers, writers, problem solvers and thinkers. • Truly better adultsneed to engage in and lead our world. Summer Instructional Practice Donald Graves quote; Bennett, S (2007)That Workshop Book

  8. Comparing 2nd (second) and 3rd (third) grade students who attended with those students who were invited but opted not to attend Summer ChAMP in the area of Reading. Mini-Stat Project

  9. K-5 Program • Identified Students by Criteria • MAP • Teachers • At-Risk Students Summer Learning K-5

  10. Summer ChAMPS Program • Students attended the program for 6 (six) weeks. It was divided into a 3 (three) week period, June 3 weeks and July 3 weeks. • Students Focused on Math and Reading from 8 am – 11:30 am and in the afternoon the students had Enrichment classes. • On Thursday the students attended an educational field trip • Teaching Staff consisted of Retired Teachers, Regular Teachers, and Classified Staff. Program Outline

  11. Reading using the MAP(Measures of Academic Process) Assessment tool. • MAP Assessment is given three times throughout the year: Fall, Winter, and Spring. • MAP Assessment is a norm reference test. Assessments

  12. If students attend Summer Learning, then the academic slide will be limited. Hypothesis

  13. Does the mean test score of those who participated equal the mean of the non-participants? Non participants were 4 points higher to start with. Observed differences in sample mean scores expected to occur only 8.4% of the time, if there truly is no difference in performance for all participants and non-participants.

  14. Compare Growth – Gains and Losses Numerically Means of the participants are equal to the mean of the non-participates? Very significant – the sample mean gain is 6.41. This indicates that participants gained an average of 6.4 points more over the course of the summer than non-participants. The p value indicates a significant difference. If there was truly no difference in the gain scores for all participants and non-participants, then we would expect a difference of 6.4 points in the sample means only 1% of the time

  15. Participants vs. Non-Participants Participants and Non-Participants had lower post-tests than pre-tests. However the participants only dropped 2 points over the course of the summer, whereas the non-participants dropped an average of 8.4 points. So program slowed the summer learning loss for participants.

  16. Comparing Proportions Is there a greater percent of increases among the participants vs. non-participants? 47% of those students who participated had a positive gain vs. 12% for those who did not participate The difference of 35.29% in positive gains for the groups is statistically significant (p = 0.0014). This would be a very unusual result, if there truly is no impact of summer learning.

  17. The qualitative portion of the Mini-Stat project. • What specific reading strategies/programs did you use this summer? • Did any of these strategies/programs result in better learning outcomes for your students? Why or why not? • Which strategies/programs do you think were more effective than the others? Why? • Which strategies/programs were least effective? Why? • If you were given the opportunity to change the reading instruction you used this summer, what, if any, changes would you make? Why? If none, why? • What are the strengths and challenges that you experienced during the summer program? Qualitative Questions

  18. How many students were in your class during the six week program? What was the average daily attendance? Based on your professional experiences, did the class size impact student learning outcomes? • What could we do to improve student participation and attendance? • Do you think that a summer program has an academic impact on the students more than letting an instructional time lapse happen during the summer months? If so, what evidence do you have to support this progress? • Would you recommend the summer program continue, be shortened, or lengthened next summer? Why or why not? • Would you use the same reading strategies/programs again for a summer program? Should the program be the same or different from the one used during the school year? Why or why not? Qualitative Questions

  19. The findings: • Based on statistical data Summer Learning has made an impact; 47% of the students that • attended had gains verses 12% of those students who did not attend. • Teachers feel that reading programing was effective for those that attended. • Next Steps • Leadership will reflect on qualitative responses and re-adjust summer learning based • on improvements. • Shorten the length of Summer Camp, which could impact the attendance. • Train staff to improve reading instruction • Hire Certified Staff for Summer Learning • Continue incorporating enrichment for all students Both Quantitative and Qualitative

  20. (Rand Corporation, 2011) Rand Corporation. (2011, June 13). Investment in Summer Learning Programs Can Help Stop the 'Summer Slide'. Retrieved from www.rand.org: http://www.rand.org/news/press/2011/06/13.html (Bennett, 2007) Bennett, S. (2007). That Workshop Book: New Systems and Structures for Classrooms that Read, Write, and Think. In S. Bennett, That Workshop Book: New Systems and Structures for Classrooms that Read, Write, and Think , Graves, D.(pp. 4-5). Portsmouth, NH: Heinemann a Division of Reed Elsevier Inc. Citation Research

  21. Summer ChAMP Carroll County Schools

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